• Documentation should be prepared by a person who is an unrelated, neutral professional qualified by training and practice, to diagnose and treat the impairment leading to the disability.
  • The evaluator or diagnostician should be a licensed professional qualified to provide diagnosis and treatment of the specific disability for which accommodations are being sought, with appropriate clinical training and experience working with adults. If students have not secured a professional, they should refer to their insurance company’s provider directory, or ask a family physician or university staff for referrals.
  • Documentation must include the name, title, professional credentials, licensure/certificate information, original signature, and contact information. Reports should be written in English or translated into English by a qualified translator.
  • The report must be typed on dated letterhead of either the practitioner or the agency hosting the practice. The university will not accept handwritten notes on prescription pads, photocopies of physician’s notes, or hospital discharge papers.
  • The documentation provided should be dated within the last three years unless the condition is static and permanent. The determination of what is current may vary according to the nature of the disorder or disability. The university reserves the right to ask for more recent documentation or additional documentation for clarification as appropriate.
  • The documentation must provide a diagnosis and identify when the diagnosis was first made.
  • The documentation must indicated the degree of functional limitations, as related to the relevant major life activities (walking, talking, seeing, hearing, speaking, caring for oneself, writing, learning, and working), and indicate the degree of impairment: mild, moderate, or substantial.
  • The documentation must indicate whether the functional limitation is temporary or permanent, and progressive or stable.
  • The documentation must discuss how the specific functional limitations relate to the academic environment or a student’s academic performance.
  • The documentation must include information on the current medication(s) used to treat the condition and the potential side effects on the student’s ability to face university-level academic stressors and demands.
  • The documentation must recommend the necessary reasonable accommodations and services to be provided. The goal of reasonable accommodations is to minimize the impact of the functional limitations on the student’s academic performance or participation in programs and activities.

 

Without such written documentation, a student will be unable to receive appropriate academic accommodations that may be critical for his or her academic success.